아동중심성의 구성주의적 해석 = The Constructivist Interpretation on Child-centeredness

다국어 초록 (Multilingual Abstract)

The purpose of this study is to devise child-centeredness for primary education with constructivist lens by conceptual investigation. The concept of child-centeredness is very significant in that it involves the assumptions of ontological aspect and epistemological aspect on children and has influence on educational theory and practice in primary education field. In ontological aspect, the concept of child-centeredness must be recognised within some assumptions. That is, whole development in children will be guaranteed only when natural goodness and the educational intervention and intention of adults is assured. Thus, interests and needs as subjective factors of children are critical components for whole development of children following the intervention and intention of teacher such as role of facilitator as well as mediator. In epistemological aspect, the prevailing concept of child-centeredness tends to focus on intrinsic unfolding within individual and radical constructivism so that social/cultural contexts tends to be disregarded. The child-centeredness in radical constructivism for example, Piaget's theory, could not explain the potential of children's learning in social reality such as schooling. Thus, the good meaning on child-centeredness needs to be recognised that children's development is achieved through subjectivity as well as inter-subjectivity. The concepts of child, childhood and child-centeredness are concepts which are constructed through the lens of social and cultural recognition. Therefore, what we have to do for our children and their future is to understand and put into practice the right status and appropriate judgement on them. The meaning and value of child-centeredness will depend on the qualities of our thoughts also, be the living messages we send to our future.

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